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Critical Issues to Consider When Introducing Technology Education into the Curriculum of Young Learners

Author:

Kay Stables

Goldsmiths University of London, GB
About Kay
Head of the Design Studies Department, Goldsmiths University of London, United Kingdom.
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Abstract

As the importance of a sound technological education for learners in their teenage years of schooling becomes accepted at a global level, there is increasing interest and belief in the need to start this education at an earlier age, possibly as soon as children begin formal schooling or even nursery school or kindergarten. Some teachers have warmly welcomed the challenge of introducing technology education to children at an early age. They have found that it has allowed them to develop new dimensions to work already underway. For others the idea has been received with more caution, for a variety of reasons. Some are confused by what technology education would mean for young children. Others are concerned that limited resources would be stretched too thinly if the younger age group were included and that the primary curriculum is already overloaded. There are also those who believe that technology education is simply inappropriate with a younger age group.

How to Cite: Stables, K. (1997). Critical Issues to Consider When Introducing Technology Education into the Curriculum of Young Learners. Journal of Technology Education, 8(2), 50–65. DOI: http://doi.org/10.21061/jte.v8i2.a.4
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Published on 22 Mar 1997.
Peer Reviewed

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